4 25 112 https://ir.zou.ac.zw/files/original/cee0e710e9c7f3695b01ee4af7ab9632.pdf 9ba04ba5571bb55f11b8dfa7b4e78d58 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource INTEGRATING PEDAGOGY AND TECHNOLOGY IN TEACHER DEVELOPMENT PROGRAMMES AT ZIMBABWE OPEN UNIVERSITY: PRACTICES AND ISSUES Creator An entity primarily responsible for making the resource ROSEMARY NGARA Description An account of the resource Since there seemed to be minimal integration of technology and pedagogy in teacher development programmes in Open and distance education a case study was conducted to determine ways by which technology had been integrated in teacher development programmes at Zimbabwe Open University ( ZOU) and to establish impediments that were there in trying to effectively integrate technology in teacher pedagogy at ZOU. The case study investigated opinions held about the integration of pedagogy and technology in the teacher development programmes by students and tutors. The study established that tutors only used modern technology effectively as they communicated with students via telephone. Use of modern technology in tutorials was very minimal. There was a clear indication that lecturers’ use of technology lagged behind technological advancement and this was attributed to technological phobia. On line discussions were one way by which technology use could be integrated in teacher development programmes. In addition, e- marking could be done and power point and videos could be used in tutorial sessions. Tutors had inadequate experiences using digital technologies even those which were available at ZOU. Tutor and student continual training by Zimbabwe Open University on the usefulness of technology and that tutors at ZOU should make deliberate effort to use technological devices that are already at the institution were recommended Publisher An entity responsible for making the resource available Journal of Social Sciences and Humanities Research Date A point or period of time associated with an event in the lifecycle of the resource 2016 https://ir.zou.ac.zw/files/original/d898c95de1a3ef19a0d1b3ed85a8b618.pdf b45276003c3eb106d12bd146e7058e42 https://ir.zou.ac.zw/files/original/82ead7a183c4019a1298e64125ecc309.pdf b45276003c3eb106d12bd146e7058e42 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource NAVIGATING MARGINALITY: RECLAIMING AND UNDERSTANDING THE STATUS AND EXPERIENCES OF ZIMBABWEAN WOMEN WHO OCCUPY EDUCATIONAL LEADERSHIP ROLES Creator An entity primarily responsible for making the resource PAUL MUPA Description An account of the resource The twenty-first century has seen very few women profiled in educational leadership positions. Women need to break through the glass ceilings in order to navigate marginality. Many African governments are signatories to the convention of gender equity and equality and vowed to fight against any forms of discrimination that bar women from positions and hinder their career development. Yet real obstacles remain. Women are still concentrated in the lower ranks of educational leadership positions with the majority as deputy heads of schools while a minority take the headship positions. Breaking through the glass ceiling still appears elusive for all but a select few. This study was meant to analyse the experiences of those women who are already in leadership positions in education. A qualitative research was carried out to establish experiences and opportunities by women to break the glass ceilings that affect their statuses in educational organisations. Interviews were used to generate data from women in management positions in the education department in Masvingo Province in Zimbabwe. Purposeful sampling was employed to select 10 women leaders. The study recommends creation of positive attitudes towards women, minimising gender stereotypes; crafting policies that promote gender equity, among others. Publisher An entity responsible for making the resource available Open and Distance Learning Journal Special Edition Gender glass ceilings leadership management marginality Women https://ir.zou.ac.zw/files/original/1e21c8236518e009bb1e8b59508593c0.pdf d4ffee8c1db7dd2844bfbf6f87500b9b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource OBSTACLES TO THE IMPLEMENTATION OF THE HIV/AIDS CURRICULUM IN GURUVE DISTRICT SECONDARY SCHOOLS IN ZIMBABWE Creator An entity primarily responsible for making the resource RITTAH KASOWE Description An account of the resource The aim of this present study was to investigate constraints faced by secondary school teachers in the teaching and learning of HIV/AIDS education in Guruve District in Mashonaland Province of Zimbabwe. Specifically, it focused on HIV/AIDS content, evaluation of the subject, teacher qualifications, availability of resources, methodology as well as syllabus interpretation. The quantitative methodology was used and the descriptive survey design employed. The population consisted of all the 840 secondary school teachers in the district. Random sampling was used to select the 200 respondents. Data were collected using a questionnaire. The study revealed that teachers were finding it very difficult to discuss sex related issues with children. The study also revealed that teachers lacked the knowledge and confidence to teach HIV/AIDS education. The study recommends that teachers should be given proper training in the teaching of HIV/AIDS education. There is also need for teachers to be provided with relevant and adequate resources to effectively guide pupils on this subject Publisher An entity responsible for making the resource available IJRDO-Journal of Educational Research Date A point or period of time associated with an event in the lifecycle of the resource 2017 Constraints HIV/AIDS education teaching Learning secondary school teachers https://ir.zou.ac.zw/files/original/1656c159e305691d9c6748144fca8d93.pdf d4ffee8c1db7dd2844bfbf6f87500b9b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource STUDENT INVOLVEMENT IN ENHANCING STUDENT, RETENTION, PERSISTENCE AND SUCCESS IN OPEN AND DISTANCE LEARNING AT ZIMBABWE OPEN UNIVERSITY Creator An entity primarily responsible for making the resource STEPHEN MWENJE RITTAH KASOWE Description An account of the resource The study sought to establish how student involvement could enhance student retention, persistence and success in Open and Distance Learning at Zimbabwe Open University for it to become a world class university. Open and Distance Learning (ODL) systems in Sub-Saharan Africa institutions are grappling with fiscal challenges of low state funding and low student numbers against a background of increasing proliferation. African ODL systems are pursuing world class visions to effectively determine and monitor variables that affect student retention, persistence and success. With Open and Distance Learning, students are now being considered as the largest stakeholders. Investing time and money in learning, Open and Distance Learning institutions ought to orient partnerships to retain their students throughout the course of their learning. This research sought to find out how student persistence and success in Open and Distance Learning could be enhanced through customer feedback approaches at the Zimbabwe Open University. The case study survey design was used to gather data from randomly selected forty final year students and ten alumni members. The interview and the questionnaire were used as data collection instruments. The study established that assignments contribute much to students’ persistence and success to learning, hence the commenting need to be thorough. Tutorial sessions were found to be theoretically based and lacking practical activities, and some concepts in modules were viewed difficult to be conceptualized by students. Academic advisory services being given to students were enhancing learning; however, they lacked the social aspects. Publisher An entity responsible for making the resource available African Educational Research Journal Date A point or period of time associated with an event in the lifecycle of the resource 2013 distance learning. student involvement student persistence Student retention https://ir.zou.ac.zw/files/original/a1af52eae7c09c31cd727c008bc1d8f2.pdf bdbaaceb9b3e2a1a27ee45eb5d2a4c28 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource BUILDING SUSTAINABLE EDUCATION FUTURES FOR THE SOUTHERN AFRICAN SUB-CONTINENT Creator An entity primarily responsible for making the resource RITTAH KASOWE Subject The topic of the resource An assessment of effects of gender on affective organizational commitment of teachers in Zimbabwe. In Zimbabwe there has been an outcry on poor performance of students at all levels. It has been noted that yearly students’ O level percentage pass rate has declined up to 19.5 % in 2011 to 18.4% in 2012. This has raised concern amongst the stakeholders. Previously low performance has been attributed to inadequacy of resources and poor remuneration. In 2009 the Ministry of Education Art Sports and Culture introduced incentives to lure the teachers so that they help the majority of people in the country until the employer had adequate funds to cushion teachers’ salaries. In 2010 - 2011 primary schools were given books and sports kits by the UNICEF under the ETF programme and secondary schools in 2012. However this has not made a positive impact on pupil performance. Most of the blame has been put on teachers’ affective commitment to their work. Considering that the majority of teachers are females, the main question is whether gender is related to affective organizational commitment of teachers’ performance in Zimbabwe? Employee affective commitment is important because high levels of it leads to several favorable organizational outcomes. This is a descriptive survey where data will be collected from stratified random sampled teachers using qu estionnaires and interviews Publisher An entity responsible for making the resource available International Journal of Current Research Date A point or period of time associated with an event in the lifecycle of the resource 2013 Affective organizational commitment gender. Organizational commitment https://ir.zou.ac.zw/files/original/4ec56e8cdca420372b29a2d2ee5a928f.pdf 98fbe49a6130a46c8b91f4c7a86bee69 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource ENHANCING QUALITY OF UNIVERSITY E-LEARNING PROCESSES: STAKEHOLDER PARTICIPATION IN A BLENDED LEARNING ENVIRONMENT AT THE ZIMBABWE OPEN UNIVERSITY (ZOU) Creator An entity primarily responsible for making the resource RITTAH KASOWE STEPHEN MWENJE Description An account of the resource Increasing competition from transnational Universities has forced many Universities in Africa to provide (ODL) through -learning technologies. In many cases E-learning is provided in partnerships with external providers or exclusively as foreign online programmes. Such E-learning provisions are not indigenous to receiving students as they are transplants from the source countries. However, universities in Africa have to become competitive by improving the quality of their programmes through blending traditional systems with e -learning. Quality enhancement of technology based teaching systems is a challenge especially to universities in the Sub- Saharan Africa seeking to add E-learning to their traditional systems to attract and retain students. This study seeks to explore stakeholder participation strategies that can be utilized to enhance the quality of blended learning services at the Zimbabwe Open University (ZOU). A case study methodology was used to gather data from a randomly selected ZOU Students and tutors from the University’s two of the ten regions. Questionnaires and interviews were used as main data collection instruments. The findings of this study shall contribute to theory and practice of university e-learning and quality enhancement Publisher An entity responsible for making the resource available Prime Research on Education (PRE) Date A point or period of time associated with an event in the lifecycle of the resource 2013 e-learning quality enhancement Zimbabwe Open University (ZOU) https://ir.zou.ac.zw/files/original/8a067481f312db1410efc1f7764c0eaa.pdf 0c386f996772e1b340b17c1730fc1113 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource INTEGRATING ON-LINE LEARNING INTO TRADITIONAL OPEN AND DISTANCE LEARNING (ODL) PROGRAMMES: CHALLENGES AND PEDAGOGICAL IMPLICATIONS IN SUB SAHARAN UNIVERSITIES Creator An entity primarily responsible for making the resource RITTAH KASOWE STEPHEN MWENJE Description An account of the resource Information and Communication Technology (ICT) development has helped Open and Distance Learning (ODL) universities world wide reach out to many global students through on line programmes. Many ODL institutions in developed countries have registered success in their on-line programmes. In Africa integrating on line learning into existing traditional programmes has legged behind. It is therefore critical to find out how best on- line programmes can be effectively integrated into existing traditional programmes. It is also critical to identify ways not to affect the integrity of successful programmes currently being offered through traditional modes. This paper seeks to investigate the views of stratified randomly selected students; tutors’ and former students on how best to implement on-line learning into traditional ODL programmes at the Zimbabwe Open University (ZOU) Data will be gathered through interviews and questionnaires. The findings of this study shall provide answers to the challenges emanating from staffs and students’ ICT skills Publisher An entity responsible for making the resource available Global Advanced Research Journal of Educational Research and Review Date A point or period of time associated with an event in the lifecycle of the resource 2013 e-learning online learning https://ir.zou.ac.zw/files/original/53f4454ffbc0bbc8b0331d852f88f8e3.pdf 42a7b2d97f0fb9505b201d801616d78e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource ZIMBABWEAN INDIGENOUS KNOWLEDGE SYSTEMS (ZIK) - IMPLICATIONS FOR THE CURRICULUM Creator An entity primarily responsible for making the resource RITTAH KASOWE ANYWAY KATANHA Description An account of the resource First part of the paper, examined conceptual issues associated with Indigenous Knowledge Systems (IK), including the nature of the intersection between Science and IK. We reflected on methodological pluralism, and knowledge production. Intellectual property rights and empowerment are examined. We then explored the multiple linkages between IK and the curriculum, in terms of needs, goals, teaching strategies and instructional resources. We reflect on anticipated outcomes and methods of evaluation. We also discussed the role of the library media center, and the library consultant, in curriculum planning with respect to IK. Our emphasis was on those components of IK which describe, explain, predict and try to negotiate nature. Firstly we explore some curriculum models and approaches relevant to our discourse, and various dimensions of teaching, learning and researching Zimbabwe Indigenous Knowledge (ZIK), through the use of 'oral traditions' and other methodologies. Secondly we provided specific instructional guidelines on African Traditional Medicine, Mathematics and Food Processing, Selected readings and multimedia resources are identified along with current instructional and research challenges. We specified whether ZIK, has specific implications for democratization, community empowerment, nation building, sustainable development, capacity building and intellectual development in Zimbabwe and Africa as a whole, in the 21st century. Publisher An entity responsible for making the resource available Prime Research on Education (PRE Date A point or period of time associated with an event in the lifecycle of the resource 2013 Indigenous Knowledge science system Zimbabwe Prisons https://ir.zou.ac.zw/files/original/4b2f0a450bf556664fdcf10b7b6b07d3.pdf 5fb2c48cf97f1f7133429c513ba11309 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource DISTANCE EDUCATION AN EMPOWERING DISCIPLINE OR JUST A PASSING RAGE: A CASE OF ODL INSTITUTIONS IN ZIMBABWE Creator An entity primarily responsible for making the resource THOMAS M. KAPUTA JUDITH TAFANGOMBE Description An account of the resource This study is on graduates’ perceived feelings on how Distance Education (DE) offering institutions in Zimbabwe have empowered them. We asked the question: Is DE an empowering discipline or a passing rage which is being used by most institutions as a raison d’être. The development of Open and Distance Learning (ODL) institutions in the world has largely been done by conventional Universities. Distance educators agree that distance education includes both distance learning and teaching. With the advent of changes in industry’s demand for more qualified personnel that may need to be trained whilst on the job, conventional universities and colleges have failed to cope. The economies of scale of this approach saw many people getting qualifications whilst they were on the job. Governments who are the recipients of most of the graduates get concerned when most of their people are not educated. This has resulted in the development of the single and dual mode institutions of distance education to a large extent with the latter preceding. In this study which was carried out in the beginning of 2013. A qualitative research paradigm was used focusing on the graduates of DE from both conventional and ODL institutions. This was a phenomenological design because it dwelt on a careful description and analysis of the participants’ life world and the meaning extracted thereof. Participants who included graduates, employers and lecturers were conveniently selected from the different institutions in Zimbabwe. The sample consisted of ten graduates from eight institutions. We used an on line open ended interview schedule, personal accounts and document analysis to collect data. This provided us with an opportunity to look at different worldviews of the empowerment phenomenon. The findings show mixed reactions from graduates on their empowerment status. Fierce competition is rife between institutions raising ethical, business and quality issues. We recommend that policy be put in place to fine tune this DE to empower all graduates regardless of their institution Publisher An entity responsible for making the resource available Greener Journal of Educational Research Date A point or period of time associated with an event in the lifecycle of the resource 2014 discipline Distance Education empowering qualitative research single and dual modes https://ir.zou.ac.zw/files/original/a6dec2e4b6f49c261bd3db46cb78fa94.pdf 7b385fca929a378d5d8ded453a7f485c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource AFRICAN CONTEXT FOR TECHNOLOGICAL FUTURES FOR DIGITAL LEARNING AND THE ENDOGENOUS GROWTH OF A KNOWLEDGE ECONOMY Creator An entity primarily responsible for making the resource GABRIEL KABANDA Description An account of the resource The Southern African countries, embodied as the Southern African Development Community (SADC) region, face sustainable development problems and low global competitiveness. Innovation in the education sector presents a promissory note that can stimulate an endogenous growth of the knowledge economy and reduction of poverty. Technological futures in digital learning are largely influenced by complexity, simulation and modeling, and decision-making capabilities. The paper is purposed to develop an endogenous growth model for a knowledge economy for SADC countries where digital learning is the engine for sustainable growth with its associated technological futures and complexity. The learners in ubiquitous learning environments are able to access the various contents on the Web, search the electronic databases, interactively communicate with instructors and other learners and obtain knowledge anytime and anywhere through wireless technologies. The diffusion discourse and the social embedded innovation can achieve a desirable impact in development, mainly through ICTs for development (ICT4D). Social media is one area that has introduced complexity in the digital learning environment. Chaos Theory is used to seek understanding of the aperiodic behaviour in deterministic, non-linear dynamical systems in a digital learning environment and the design thereof. The Lorenz attractor for such a learning environment is innovation that brings solutions and relevancy to the developmental agenda, with Lyapunov exponents expressed by divergent trajectories of ICT4D. The Jacobian matrix grows exponentially with each technology that goes through diffusion and adoption. The Neo-classic theory of growth is about technical progress premised on exogenous factors and driven by labour, capital and technology. Technology diffusion in SADC is not exogenous. The endogenous growth theory is a model of long-run economic growth that emphasizes that technological change is influenced by economic incentives and a great diversity of resources in an African environment, which largely supports innovation, an embodiment of knowledge in capital and learning by doing. The mixed method methodology is used in this research, which is a research study of the SADC region countries. Mixed methods often combine nomothetic and idiographic approaches in an attempt to serve the dual purposes of generalisation and in-depth understanding—to gain an overview of social regularities from a larger sample while understanding the other through detailed study of a smaller sample. The methodology used was largely qualitative on human capital development and technology diffusion, and quantitative on GDP and Infodensity covering 18 countries in East and Southern Africa. The 18 countries covered by the qualitative study are South Africa, Angola, Bostwana, Burundi, D.R. Congo, Kenya, Lesotho, Madagascar, Malawi, Mauritius, Mozambique, Namibia, Rwanda, Swaziland, Tanzania, Uganda, Zambia and Zimbabwe. An endogenous model for sustainable economic growth is developed through panel data analysis. Panel Data is a data set that contains repeated observations over time, i.e., observations on multiple phenomena observed over multiple time periods for the same firms, individuals, households, enterprises, countries, or any set of entities that remain stable through time. An endogenous model for a knowledge economy for SADC countries is proposed. Publisher An entity responsible for making the resource available Basic Research Journal of Engineering Innovation Date A point or period of time associated with an event in the lifecycle of the resource 2013 Chaos Theory digital learning environment endogenous growth model ICT4D Knowledge economy sustainable development technological future https://ir.zou.ac.zw/files/original/cbf4c36ab3642321c56442149021691f.pdf 2c1ce2645b315d2b38bb0cefc13a7f3f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource AN ASSESSMENT OF FACTORS CONTRIBUTING TO HIGH SECONDARY SCHOOL PUPILS DROPOUT RATES IN ZIMBABWE. A CASE STUDY OF BULILIMA DISTRICT Creator An entity primarily responsible for making the resource SIKULILE MOYO DINGINDAWO NCUBE MUSA KHUPE Description An account of the resource The study sought to assess factors contributing to high secondary school pupils dropouts in Bulilima District in Zimbabwe. Bulilima District has for a long time been experiencing high dropout rates amongst secondary school pupils due to a number of factors which needed exploration in order solve the problem. The study used a case study design and a qualitative method with individual and group interviews (focus group discussions) as data collection techniques. The study participants included teachers, heads of schools and members of the community who included both adults and the youths, selected through the purposive convenience sampling technique. The study was anchored on the human capital theory which advocates for investing in human capital through education that in turn is expected to stimulate socio-economic development of a country. The findings are absentee parents, financial hardships, hunger and poverty, home school distance, teenage pregnancies and peer pressure .The study recommends that the government of Zimbabwe subsidises examination fees, implements ‘free primary education for all’ in line with the constitution of Zimbabwe. Furthermore the government of Zimbabwe in collaboration with key stakeholders builds more secondary schools in Bulilima district. Finally more research be done on the problem of secondary school pupils drop out in order to bring more insight on this problem bedeviling Bulilima district. Publisher An entity responsible for making the resource available Global Journal of Advanced Research Date A point or period of time associated with an event in the lifecycle of the resource 2016 https://ir.zou.ac.zw/files/original/87a8bc4198fabb14a1488b6fcf748ef6.pdf 66aa3099c478509d92ae2a7e7384b67b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource ACHIEVING SOCIO –ECONOMIC TRANSFORMATION FOR WOMEN THROUGH ODL IN ZIMBABWE .A CASE OF GWANDA DISTRICT Creator An entity primarily responsible for making the resource Z MZACA DINGINDAWO NCUBE Description An account of the resource Globally there is concern for women empowerment and access to education. In developing countries such as Zimbabwe, of the 17% who are illiterate, 2/3 of them are women who are marginalized, hence most have little or no access to education especially tertiary education. Open and Distance learning has been seen as the panacea to address this imbalance since social realities limit the opportunities for women to take up full time study programmes. In Zimbabwe, the Zimbabwe Open University (ZOU), with its spread to all regional compasses has been viewed as a realistic opportunity to enable the women to access university education. ZOU offers degree programmes in the fields of Science and Technology, Business Management and Law, Humanities and Social Sciences and Health Sciences. Based on the assumption that women have embraced the Open and Distance Learning (ODL) mode which suits students who fulfill other commitments such as work and family, this study sought to assess the socio- economic transformation that ODL, through ZOU has had on women in Zimbabwe in general and Gwanda district in particular. The study was carried out in Gwanda District of Matabeleland South region in 2016, and used the qualitative approach. Purposive sampling was used to select the participants. Data were collected through interviews. The study found that women have benefited from ODL programmes since they now occupy influential positions at work and earn enhanced salaries. Their employment prospects have been enhanced by ODL qualifications. Women have gained confidence to participate in workshops, meetings &conferences. The study recommends that the government of Zimbabwe subsidises ODL programmes to increase the number of women in such programmes and more Campaigns be undertaken on the benefits of ODL to women Publisher An entity responsible for making the resource available Global Journal of Advanced Research Date A point or period of time associated with an event in the lifecycle of the resource 2016 Open Distance Learning (ODL) Socio- economic transformation Women https://ir.zou.ac.zw/files/original/ee78a50f130fe168c75fa8e5b0608398.pdf ee38c9becf84f62c968ab442e1bc2000 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource STUDENTS’ ATTITUDES TO OPEN EDUCATIONAL RESOURCES (OERS) Creator An entity primarily responsible for making the resource CONSTANCE KADADA THEMBINKOSI TSHABALALA Description An account of the resource This paper was on students’ attitudes towards Open Educational Resources (OERs) on selected universities and colleges. The methodology used was a desktop review. The findings on OER textbooks were their high quality, having more information than traditional textbooks and being cheaper. Students obtained diverse scholarly articles from OERs that added value to the content they had, while to others, OERs were not useful. Those who did not like OER textbooks said they could not write notes on them and there was too much information on the Internet. Some students were not computer literate and unaware of OERs. Mobile phones were found to be one way of accessing OERs though the logistics were cumbersome. There was no evidence of creation of OERs by the students. The research would help ODL institutions and traditional universities to obtain updated and quality OER content for students including those in remote areas even through mobile phones Publisher An entity responsible for making the resource available International Journal of Social Sciences & Educational Studies Date A point or period of time associated with an event in the lifecycle of the resource 2020 Attitude Cost Infrastructural Support OERS Pedagogy Quality https://ir.zou.ac.zw/files/original/ddfa075c3cd7df7d1f8b2d95cec88aad.pdf 2014c1dc5252695d8432fab1c8ad777e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Theses, Dissertations & Projects Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource THE LINK BETWEEN EVALUATIONS, REMEDIAL AND EXTENSION WORK: A CASE OF ZOU PGDE SECONDARY SCHOOL STUDENT TEACHERS IN HARARE Creator An entity primarily responsible for making the resource THOMAS MUSANKULENI KAPUTA TAZIVEI DONDOFEMA Description An account of the resource This qualitative study considers the importance of evaluation to teaching and learning specifically its link to remedial and extension work. It focused specifically on student teachers on the Post-Graduate Diploma in Education (PGDE) at the Zimbabwe Open University (ZOU). This study focused on determining the link that existed between evaluations of schemes of work, lesson plans and continuous assessment versus remedial and extension work in the curriculum subjects taught in secondary schools from Form 1 to Form 4. The study was carried out in High Glen and Glenview-Mufakose education districts of Harare Province. The population consisted of members of 11 Government secondary schools, one private secondary school and one community school in Glenview/Mufakose Districts of the Harare Metropolitan Province to the northwest of the capital city of Harare. The sample consisted of one, Heads of Secondary Schools, Heads of Departments and 50 student teachers doing PGDE) with the university and a district schools inspector. Document analysis focused on purposively selected students’ remedial and extension work exercise books providing the researchers with evaluative data during. Open-ended questionnaires were used to collect primary data on how remedial and extension work in secondary schools was being managed. The major finding shows that teachers used lesson plan evaluations and test records to superficially link to remedial and extension work. The study recommended that the university develop a students’ guide on teaching practice specifically on evaluation showing how student teachers should link it to remedial and extension work to enable the effective evaluation and implementation of remedial and extension work in the classroom. Publisher An entity responsible for making the resource available Zimbabwe Open University Journal of Applied Social Sciences Date A point or period of time associated with an event in the lifecycle of the resource 2026 classroom Evaluation extension remedial teaching and learning https://ir.zou.ac.zw/files/original/45e3d91e3e71fd8c5b494a44788395da.pdf a551042db780fa94d02da3c0d44ed415 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource THE INFLUENCE OF INSTRUCTIONAL LEADERSHIP BEHAVIOURS OF SCHOOL HEADS ON TEACHERS' INSTRUCTIONAL PRACTICES IN PRIMARY SCHOOLS IN MUZARABANI DISTRICT Creator An entity primarily responsible for making the resource STELLAH CHIMBERA Description An account of the resource The school's effectiveness increases when the school head prioritises teaching and learning, dedicating significant time to academic programmes and inspiring teaching staff. Effective instructional leadership is known to enhance educational outcomes and yet its application in resource-constrained primary schools in rural districts in Zimbabwe remains underexplored. There is a notable gap in literature that scrutinises the influence of instructional leadership behaviours of school heads on the instructional practices of primary school teachers in rural districts of Zimbabwe. Addressing this gap is crucial for providing significant insights into the influence of instructional leadership behaviours of school heads on teachers' instructional practices in primary schools in rural districts. This study therefore explores the influence of instructional leadership behaviours of school heads on teachers' instructional practices in primary schools within Muzarabani District. The study employs a qualitative research approach through a case study to collect data using semi structured interviews. The participants were primary school heads and teachers selected by means of purposive sampling from five primary schools in Muzarabani district. The findings reveal that school heads' instructional leadership behaviours, such as setting clear instructional goals, providing support and fostering a collaborative culture, significantly influence teachers’ adoption of innovative teaching strategies and practices. Despite these positive influences, barriers including limited resources, time constraints and inadequate professional development opportunities hinder the effectiveness of instructional leadership. The study concludes that school heads who prioritise the development and demonstration of instructional leadership behaviours in their schools can enhance the instructional practices of their teachers in the primary schools. This research contributes to the field of educational leadership by offering insights into the specific challenges and opportunities of instructional leadership in a rural context, providing actionable recommendations for enhancing leadership practices in similar settings Publisher An entity responsible for making the resource available International Journal of Education Date A point or period of time associated with an event in the lifecycle of the resource 2026 Influence instructional leadership instructional leadership behaviours primary school school head teachers' instructional practices https://ir.zou.ac.zw/files/original/1291ed399d7a31c62c7ffae6e2e2bd3e.pdf 9f5cf1948b1ec25a9149cc420f64231b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource FROM TRANSITION TO TRANSFORMATION: EXPLORING THE INDUCTION OF NEW LECTURERS IN TEACHERS’ COLLEGES IN ZIMBABWE Creator An entity primarily responsible for making the resource SOPHIE HLATYWAYO Description An account of the resource This study investigates the experiences and strategies pertinent to the induction of new lecturers in teachers' colleges, with a specific emphasis on those transitioning from secondary school teaching to primary education. The research identifies critical gaps within current induction programmes, particularly a lack of emphasis on essential pedagogical skills, effective assessment practices and the management of adult learners. Data were gathered through semi-structured interviews with 15 lecturers and thematic analysis was employed to interpret and analyse the findings. The results reveal that although induction programmes are in place, they predominantly concentrate on operational aspects, such as familiarisation with college services and administrative processes, which ultimately leaves new lecturers inadequately prepared for the professional demands of teaching. A significant finding was the prevalent assumption that lecturers would naturally adapt to the pedagogical requirements of higher education, despite the substantial differences in teaching approaches between secondary and primary education. Furthermore, the study uncovered notable deficiencies in training related to assessment practices and the supervision of teaching practices. In response to these identified gaps, the study proposes several strategies for enhancing induction programmes, including the reintroduction of short-term attachments to primary schools, the development of comprehensive mentorship programmes and targeted training on adult learning principles. These strategies are designed to bridge the existing gaps in the preparation of new lecturers and to facilitate smoother transitions into teaching roles. The paper concludes by advocating for the implementation of structured and well-rounded induction programmes that address both operational and professional dimensions, thereby improving lecturer effectiveness and enhancing the overall quality of teacher education. Publisher An entity responsible for making the resource available International Journal of Education Date A point or period of time associated with an event in the lifecycle of the resource 2026 experiences Induction mentorship new lecturers Primary education Professional development strategies for improvement teachers' colleges https://ir.zou.ac.zw/files/original/4de82288e0f7c4a3b2f1d1bfe1250629.pdf 4f26f3fd2a924dc8813384d1aa1607f1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource THE PROMISE AND FAILURE OF CONTINUOUS ASSESSMENT IN SADC Creator An entity primarily responsible for making the resource CHIPFUNDE DAISY Description An account of the resource This study investigates the implementation of continuous assessment (CA) in higher education within the Southern African Development Community (SADC) region, addressing the challenges educators face and the potential benefits of this approach. Grounded in the Constructivist Learning Theory, which emphasises active engagement and knowledge construction, the research highlights how CA can enhance student learning outcomes through ongoing feedback and tailored teaching strategies. A desktop review methodology was employed, analysing 30 relevant studies, reports and policy documents published between 2020 and 2023. Key findings revealed that while teachers recognised the value of CA in promoting student engagement and improving learning, they often feel unprepared to implement it effectively due to inadequate training, infrastructural challenges and socio-economic factors affecting both educators and students. The findings from the desktop review revealed that teachers in the Southern African Development Community (SADC) region have mixed experiences with the implementation of continuous assessment (CA). Many educators recognise the potential benefits of CA, such as promoting student engagement and providing ongoing feedback to enhance learning outcomes. The study underscores the need for targeted professional development, improved resource allocation and supportive school leadership to facilitate the successful adoption of continuous assessment practices. Through these efforts, the potential of CA can be realised, contributing to a more equitable educational environment in the SADC Region. Publisher An entity responsible for making the resource available Zimbabwe Open University Date A point or period of time associated with an event in the lifecycle of the resource 2025 constructivist learning theory Continuous Assessment socio-economic factors teacher preparedness https://ir.zou.ac.zw/files/original/06fbee63ab2f4e8ccb8f2267d645f07b.pdf 5b067e68ea5746e1db984c4d6f9835d2 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource DISCOURSES THAT TRANSIENT INTO BROKEN BRIDGES FOR STUDENT TEACHERS ON TEACHING PRACTICE: A CASE OF PRIMARY AND SECONDARY SCHOOLS IN MASVINGO PROVINCE Creator An entity primarily responsible for making the resource PAUL MUPA Description An account of the resource Building bridges for student teachers is the fountain and link-pin to moulding effective teachers in any system of education. This study seeks to highlight challenges faced by student teachers in primary and secondary schools in Masvingo Province. The study adopted a post-positivist approach rooted in the interpretive philosophy and employed the qualitative research methodology. The population for the study were 250 student teachers who had gathered at a teaching practice workshop at Masvingo Regional Campus. Convenience sampling technique was employed to select information rich participants who were asked to write down narratives on challenges they faced during teaching practice. Semi-structured interviews and focus groups were employed as data generation tools as well. The major findings of the study were that student teachers had several challenges rooted in mentoring, pedagogical, time constraints, implementing updated curriculum with the new learning areas, disciplinary issues, lack of textbooks, overloaded lasses and teaching periods, supervisor related issues, among others. The study concludes that student teachers find it a rocky road to effectively practice in the absence of a supportive environment. The study recommends that schools should attach student teachers to competent and qualified mentors. Universities and schools should work hand in glove and come up with several seminars and workshops for student teachers so that their practice is made rich. Key terms: teaching practice; student teachers; discourses; broken bridges Publisher An entity responsible for making the resource available African Perspectives of Research in Teaching & Learning Date A point or period of time associated with an event in the lifecycle of the resource 2021 broken bridges discourses student teachers teaching practice https://ir.zou.ac.zw/files/original/b7a584f6a7d497c068f2917edd00a3fb.pdf ef74a8b9a690b930f6e50c6bb34a15ef Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource LEADERSHIP FOR EFFECTIVE TEACHING AND LEARNING: THE EFFECTIVE APPLICATION OF EDUCATIONAL CONNOISSEURSHIP IN THE EYES OF MASVINGO DISTRICT SCHOOL LEADERSHIP Creator An entity primarily responsible for making the resource PAUL MUPA Description An account of the resource Craft competence by school leadership in the application of supervision theories is the engine that propels quality implementation of syllabuses by teachers in schools. The study sought to investigate the effective application of connoisseurship supervision theory by school leaders in Masvingo district, Zimbabwe. This was a qualitative study which aimed at interpolating into the effective use of connoisseurship supervision in Zimbabwean schools. The case study design was employed with semi-structured interviews and focus group discussions used as the main data generation tools. The school leaders who had a workshop were conveniently sampled then purposive sampling was employed to get information rich cases of school leaders who were holders of a Master of Education degree in Educational Management to participate in the study. The major findings of the study were that connoisseurship helps to describe and evaluate on- going processes and events in the classroom, it helps school leaders to see the breadth and depth of qualities of work, helps in the examination of a plan and helps in increasing understanding of the classroom activities. Connoisseurship also helps in the analysis of pedagogical methods and their relevance over and above helping the school leader to recognise the missing elements in the teaching and learning process. The study concluded that school leaders have theoretical knowledge of connoisseurship supervision but they do not put that into practice. The study therefore recommended a series of workshops and training sessions on the practical application of connoisseurship supervision in schools to improve the quality of instruction. Publisher An entity responsible for making the resource available African Perspectives of Research in Teaching and Learning Journal Date A point or period of time associated with an event in the lifecycle of the resource 2024 Connoisseurship Craft competence leadership supervision https://ir.zou.ac.zw/files/original/382cc42b84a45bef2f0dd42b27dd7701.pdf fbe20d982652eeb7646080a68d634e7e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Department of Educational Studies Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource CHANGING JOBS LIKE CHANGING CLOTHES: JOB HOPPING AMONG ZIMBABWEAN UNIVERSITY LECTURERS Creator An entity primarily responsible for making the resource HAZEL MUBANGO REGIS MISHEAL MUCHOWE Description An account of the resource Job hopping has become prevalent amongst Zimbabwean university lecturers. The study seeks to identify a solution to job hopping amongst academics. The investigation was aimed at understanding causes, impact and solutions to job hopping of lecturers in the Zimbabwean universities. The investigation employs qualitative methodologies and uses data saturation to determine sample size. Poor remuneration, lack of resources, work pressure, red tape and lack of career growth were found to be causes of job hopping amongst lecturers in Zimbabwean universities. Brain drain, poor quality of graduates, increased workload, recruitment and administration costs and unfilled posts were found to be negative impacts of job hopping of lecturers in the Zimbabwean universities. Competitive remuneration, mentoring, decreasing workload, flexible work arrangements, provision of resources, career growth and adoption of organic structures were found to be solutions to job hopping amongst lecturers in Zimbabwean universities Publisher An entity responsible for making the resource available ZIBEM Date A point or period of time associated with an event in the lifecycle of the resource 2024 https://ir.zou.ac.zw/files/original/b2069986f3df8135a3a0868003057dc3.pdf a01699b0aef6dbec4dba7e1cc0963ac4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource THE RELEVANCE AND ORIENTATION OF TEACHER EDUCATION IN ZIMBABWE: ALIGNING WITH EDUCATION 5.0 Creator An entity primarily responsible for making the resource CASSIAN MAKOTA A. T. MUNZARA TICHAONA MAPOLISA Description An account of the resource This paper seeks to understand and explain the relevance and orientation of teacher education (TE) in Zimbabwe and is based on the multiple case study carried out by the author. Preliminary study identified a gap in form of a misalignment of teacher education with Higher and Tertiary Education 5.0 policy in so far as entrepreneurship, innovation and industrialisation were lacking in TE curriculum and practice. The new government policy of Education 5.0 was perceived to have revealed a misalignment between the practiced Education 3.0 and the intended Heritage Based Education 5.0 Curriculum, because of the absence of entrepreneurship and innovation for industrialisation and sustainable development in the former. The study sought to add to literature on entrepreneurship and innovation in teacher education and also promote the development of entrepreneurial and innovative teacher graduates for industrialisation through heritage-based education 5.0 pre and in-service teacher education system in the context of sustainable development. This study was guided by the constructivist philosophy and the interpretivist paradigm. The study adopted the qualitative research approach and the embedded multiple case study method because of the flexibility and diversity in data generation that they allow. The study utilised the three case sites (teachers colleges) within the broader teacher education case in Zimbabwe and that explains the embeddedness. The purposive, non-random probability sampling procedure, featuring judgemental and convenience sampling was employed in the study. Data generation process involved key and other informant interviews, focus group discussion, observations and qualitative document analysis. Data was presented and analysed using the thematic and N-vivo approaches respectively. The study found that there was misalignment between the practiced Education 3.0 teacher education curriculum and the intended Heritage based, HTE 5.0 informed curriculum and this was causing policy- practice dissonance that could be inhibiting the realisation of SDGs, and thus called for curriculum alignment and harmonisation through transformation. This study, therefore, suggested and recommended the Programmatic Framework for Entrepreneurial Teacher Education for the Zimbabwean context. The study contributes to policy alignment discourse by making multiple theoretical insights. The study, therefore, complements the extant perspectives on curriculum policy alignment and teacher education for industrialisation and sustainable economic growth Publisher An entity responsible for making the resource available Global Scientific Journal Date A point or period of time associated with an event in the lifecycle of the resource 2023 Design Thinking Entrepreneurship Entrepreneurship Education Heritage Based Education 5.0 innovation sustainable development Teacherpreneur. https://ir.zou.ac.zw/files/original/55555dc7a467b21c262b426e068b2344.pdf f656f0ba6c653c6f9b2504e10521130b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource ALIGNING TEACHER EDUCATION WITH EDUCATION 5.0 POLICY IN ZIMBABWE: CHALLENGES AND OPPORTUNITIES Creator An entity primarily responsible for making the resource CASSIAN MAKOTA A. T. MUNZARA TICHAONA MAPOLISA Description An account of the resource This paper seeks to explore and explain the challenges and opportunities faced by implementers in aligning teacher education with Higher and Tertiary Education 5.0 policy in Zimbabwe. While this study appreciated the efforts that were being made to align the TE practice with the intended curriculum, it was concerned that possible opportunities were probably not being exploited in the face of emerging curriculum transformation challenges. There was the much publicised misalignment of teacher education with Higher and Tertiary Education 5.0 policy in Zimbabwe. This misalignment scenario culminated in initiatives like the University of Zimbabwe Vice Chancellor’s Teacher Education Curriculum Transformation Programme, meant to address the gaps. However, there seemed to be some emerging challenges that could derail such processes. This study sought to add to literature on teacher education curriculum transformation and also promote the development of entrepreneurial and innovative teacher graduates for industrialisation and sustainable development. This study was guided by the constructivist philosophy and the interpretivist paradigm. The study adopted the qualitative research approach and the multiple case study method because of the flexibility and diversity in data generation that they allow. The purposive, non-random probability sampling procedure, featuring judgemental and convenience sampling was employed in the study. Data generation process involved key and other informant interviews, focus group discussion, observations and qualitative document analysis. Data was presented and analysed using the thematic and N-vivo approaches respectively. The study found that there were emerging challenges and unexploited opportunities in aligning the intended Heritage based, HTE 5.0 informed curriculum with TE practice in Zimbabwe. This study, therefore, suggested and recommended the Programmatic Teacher Education Curriculum Implementation Framework (PTECIF) for the Zimbabwean context. The study contributes to curriculum transformation and policy-practice alignment discourse by making multiple theoretical insights. The study, therefore, complements the extant perspectives on curriculum review and transformation in teacher education for industrialisation and sustainable economic growth Date A point or period of time associated with an event in the lifecycle of the resource 2023 Publisher An entity responsible for making the resource available Global Scientific Journals Curriculum transformation Entrepreneurship Heritage Based Education 5.0 Industrialisation innovation Sustainable Development. https://ir.zou.ac.zw/files/original/e1360efcd7805c574ddc222ec8a52758.pdf 110ed51540090c5cddf691abcd4a27b6 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Department of Educational Studies Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource TOWARDS ACHIEVING QUALITY EDUCATION IN POST COLONIAL ZIMBABWE: CHALLENGES AND OPPORTUNITIES: A CASE STUDY OF BANKWE CLUSTER IN MBERENGWA Creator An entity primarily responsible for making the resource GEORGE NERVOUS SHAVA Description An account of the resource The thesis presented to the Zimbabwe Open University grew out of the concerned efforts and contributions of multiple actors who made their contributions some without knowing the significance of their participation. I am especially indebted to my Supervisor Dr. Njini, former Zimbabwe Open University Regional Director for Matabeleland North and my Co- Supervisor Dr. Chaibva from the National University of Science and Technology. I wish to Thank them for their support and contributions in the preparation of this documen Publisher An entity responsible for making the resource available ZOU Date A point or period of time associated with an event in the lifecycle of the resource 2011 Education Mberengwa Post-colonial Zimbabwe Quality assurance https://ir.zou.ac.zw/files/original/a433f18225a677749ff156966d7f519a.pdf e8e25be4ff19de6f1d43042338692cc5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource CHALLENGES TO THE CENTRALITY OF TEACHING PRACTICE IN THE STUDENT TEACHERS’ PROFESSIONAL GROWTH AND COMPETENT CLASSROOM MANAGEMENT IN THE MIDLANDS PROVINCE OF ZIMBABWE Creator An entity primarily responsible for making the resource ROSEMARY CHRISTINE NGARA Description An account of the resource The study endeavoured to investigate the nature of student teacher experiences and challenges they faced when doing Teaching Practice (TP). Additionally, the study aimed to propose ways by which problems in Teaching Practice could be overcome to enable teacher educators and students to attain the desired outcomes from teaching practice in a comprehensive and effective manne Publisher An entity responsible for making the resource available ZIMBABWE OPEN UNIVERSITY Date A point or period of time associated with an event in the lifecycle of the resource 2015 classroom management teaching practice https://ir.zou.ac.zw/files/original/3b6bf345e54b62a31458f1fc92d7ae7d.pdf 2f62cf517689f4f6b65f4489ba90bc4f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource EVALUATION OF THE EFFECTIVENESS OF OPEN AND DISTANCE LEARNING DEGREED PRIMARY SCHOOL HEAD TEACHERS IN MANAGERIAL LEADERSHIP. THE CASE OF CHIPINGE DISTRICT, MANICALAND PROVINCE. Creator An entity primarily responsible for making the resource GUTUZA CONSTANCE Description An account of the resource This study is an evaluation of the degreed primary school head teachers in Chipinge District of Manicaland Province. The study used a qualitative case study research design, with philosophical underpinnings of constructivism and phenomenology. A sample of 163 participants was used. Purposive sampling technique was used to select participants until saturation point. The researcher, interview guide, questionnaire with open ended questions and an observation checklist were used to generate data. Data were presented, analysed and interpreted using the Grounded Theory Approach. The major findings of the study were that, ODL degreed head teachers were more effective leaders and managers of primary schools than those who had no degrees. There has been marked development in infrastructure and notable improvement has also been noted in supervisory and management styles pass rate and positive head teachers-teacher relations. There are good working relationships between Head Teachers and School Development Committees. The study concluded that ODL has been successful in capacitating educational personnel to be effective leaders and managers of primary schools in Chipinge District. The controversy surrounding the credibility of ODL educational management degrees is no longer a cause for concern in the district judging by the accolades showered on the graduates and the programme. The study recommends that policy makers re-think corporal punishment and school fees polices. Another recommendation was for trainers to adopt a more practical approach in ICT and financial management courses. Finally it was recommended that ODL district offices be set up Publisher An entity responsible for making the resource available Zimbabwe Open University Date A point or period of time associated with an event in the lifecycle of the resource 2015 Distance Education educational leadership